Assessment - FOR, OF, AS - I learn by reflecting on what I'm doing
Reflection is an essential element of digital storytelling. Asking questions through out the process helps students focus on each element and it's 'rightness' for the story. Reflection can happen before, during, during, during and after the story is finalized. The more reflection done during the steps (image selections, choices about sounds, decisions around transitions and lighting) and recording this thinking while doing the work, will help the final reflection make meaning of the events and self assessment of the final work. Learn more about student reflective practice HERE.
Taking the time to assess is an essential part of the overall process. Enough time should be planned for you to reflect on your own story. Time taken in class to conduct peer and self assessment for stories written by your students is also important. One teacher in California created a story with her class to showcase HOW TO WRITE A GOOD COMMENT.
Digitizing the Writing Workshop is a lesson developed for Gr. 4-10 with elements for both process and product, along with a sample rubric for assessment.
Assessment OF learning - DS style
Collecting success criteria and rubrics for digital storytelling helps shape the craft and improve the product. Dr. Helen Barrett provides one sample in the document Researching and Evaluating Digital Storytelling as a Deep Learning Tool (page 3). Another rubric for digital storytelling can be found HERE. A generic rubric in pdf form is found HERE. My own experience was with working through the process of the students creating their own rubrics for their completed work. The rubric was made after the projects were started, but before the project was finished. This way they were actively involved in looking critically at their work to ensure they met their own criteria for an effective story, not just ones that I had imposed.